Abstract
ABSTRACT Educating students in higher education who are capable of addressing societal challenges requires innovative learning journeys. In the current study, we explore challenge-based learning (CBL) as one way to realise such education. A Delphi study has been conducted at a Dutch University for Life Sciences to identify key characteristics, learning activities, learning outcomes and support of in- and extra-curricular CBL from a stakeholder perspective. Data were collected in two rounds (round 1; N = 47; round 2; N = 29). In-curricular CBL allows students to experience guided teamwork in relation to societal issues as part of their formal curriculum. Extra-curricular CBL provides opportunities for students to have their own, customised learning journey, allowing for strong societal involvement and a variety of learning gains. In- and extra-curricular CBLs have similarities but serve different learning outcomes. Both could be part of developmental lines preparing students to be change agents for sustainability in their future life.
Published Version
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